繪本為華語學習者學習華語的教材之一，透過繪本的趣味性、圖像與文字之間的連結，來提升學習者的學習動機，也使得語言教材更加豐富、生動，亦期能讓學習者理解繪本中的文化知識等，讓學習者不只學習到語言，也能夠培養多元的文化觀念及內涵。 本研究為「華語繪本教學設計與實施─以《我想起…我可能不會愛你》為例」，研究對象為臺北某大學華語文中心之中高級華語學習者。研究目的有二，一為發展繪本於成人華語選修課之教學設計；二為探討繪本於成人華語選修課之教學成效。教學設計以此繪本為主要教材，並自行編寫課堂講義，以作為教學實施時的教材輔助，編寫原則以劉珣（2000）所提出的教材編寫特性為依據。本文以ADDIE模式之五大步驟，包括分析、設計、發展、實施、評鑑，作為本研究之課程設計模型，並採用行動研究、訪問與問卷調查法，以影音資料、課堂日誌、問卷與訪談等研究工具來作為評估教學成效與修正教學之依據。 研究結果如下：一為教學設計方面，本研究採用ADDIE教學設計模式作為課程設計模式，有助於使教學更加系統化，另外，在應用繪本於華語教學，需考量幾點，包括故事主題、學習者的語言程度是否與繪本相符合、教學者是否能掌握繪本意涵、輔助繪本之教材設計；二為教學成效方面，繪本教學能提升教師活用不同材料來進行華語教學，並能夠增進學習者的語言技能、學習動機與對於文化觀念的認知等層面。 本研究以繪本應用於成人華語教學，來提升學習者的華語學習動機，並使學習者能夠理解繪本中的語言、文化和圖片意涵，希望本研究能夠提供日後繪本應用於華語教學之相關建議及幫助。

「溝通」為語言學習的主要目的，如何能使中級華語學習者自然流暢地表達個人觀點並更貼近母語人士的語言習慣是本研究所探討的議題。研究顯示「電影」應用於第二語言教材可以幫助學習者提升溝通能力，更可持續激發語言學習的興趣。然而台灣目前使用電影主要以文化課程輔助進行，尚未規劃專門的電影華語課程，且普遍以成人為主教學對象。 因此本文主要探討如何應用華語電影於青少年華語課程，並分析華語電影教材的學習成效。本研究採用文獻回顧探究電影教學相關研究、中英教學中的電影教學發展、青少年華語教學、教學法與教學模式，以第二章節作為理論架構，依據此架構設計電影華語課程並實際執行。研究結果顯示使用溝通式教學法所延伸的教學活動，同時搭配ADDIE教學模式能有效地將電影教材應用於華語課程中，不僅符合學習者的學習需求，更使教學更具系統性。研究者依電影主題歸納成11種類型，針對青少年學習者選取「愛情類」、「勵志類」類型，以此兩種主題作為框架列舉出20部適合用於華語課程的電影，另外參考電影作為第二語言教材的標準，制定5項華語電影選取原則提供教學者參考。回饋結果顯示，學習者認為電影華語課程能提升聽、說能力，其次為閱讀能力，最後為寫作能力。整體而言，青少年學習者對於電影運用於語言課程中抱持正面的看法，大部分的學習者表示喜愛電影主題和課程中所討論的話題，透過課程中不斷地問答和多元的任務練習活動，學習者溝通時能以自然的表達方式和他人交流想法，並以尊重、包容和分享的情懷欣賞跨文化的議題。最後，研究者於文末提供未來電影華語教學之研究建議。 / Communication is the main purpose of language learning. This research is concerned about how to assist intermediate-level learners in expressing fluently and using the language according to the native speaker's habits. Research shows that using “ Film” can help to improve the communicative ability of the learners, which can also trigger more interest in language learning. However, the use of films for teaching Chinese in Taiwan is limited to culture classes of the adult, not planned for specialized classes. Hence, the main purpose of this research is to analyze how to apply Chinese films in adolescent Chinese courses, and the effect of Chinese film courses. The method of this research is based on the literature review in both teaching Chinese and English by using film, teaching Chinese for adolescent, teaching method and teaching model. Through this framework, the author has planned and implemented the lesson on teaching Chinese through Chinese films. The result has shown that using Communicative Language Teaching and ADDIE teaching model at the same time can incorporate film materials into courses more effectively. According to the film genre, the author has classified 11 types of films, analyzed romance and inspiration topic for adolescent learners, listed 20 films through which are suitable for Chinese courses. Besides, this research has drawn up 5 criteria for selecting Chinese films. The result of the survey has shown that listening and speaking ability can be increased after courses, but not much practice on reading and writing ability. Overall, using film as class material receives a very positive feedback from adolescent learners. Most of the learners show their high interest in themes and topics of the courses, learners can share ideas and express themselves naturally with others through diverse tasks in the class. Meanwhile learning to show respect to different cultures in cross-cultural issues. Pedagogical implications and suggestions for further research are included at the end of this thesis.

本論文藉由瞭解在臺學習華語的外籍學生對於兩岸口音的看法，以供臺灣華語教師在教學現場應使用何種口音作為參考。研究對象是臺灣北部某國立大學的華語文教學中心中級班以上的外籍學生。研究方法包含假貌相比測驗法（Matched-Guise technique）、問卷調查和焦點團體訪談三項研究工具，蒐集研究資料，作為分析與討論問題的依據。 經過研究實施與資料分析，歸結研究結果如下：（一）多數外籍學生具有聽辨兩岸口音差異之能力；（二）兩岸口音各有其擁護者；（三）兩岸口音的印象差異，除了在聲母、韻母及聲調，如：捲舌音、輕聲及兒化韻等等的差別以外，說話的語氣，如：聲音的大小、說話的速度、聲音的高低等，也會影響外籍學生對兩岸口音的印象；（四）外籍學生在選擇華語口音時所考慮的要素為「不同學習階段的需求」、「易學」、「當地文化與朋友」、「好聽」以及「較具親和力」等五項因素；（五）本研究的外籍學生認為在現階段應學習臺灣口音的華語，奠立良好的口音基礎，進而拓展聽力寬度，然後再進入多元口音輸出的階段。 最後根據調查結果提出華語教學上的啟發與後續研究建議，以供華語教師、學校行政單位以及教學研究者在兩岸華語口音方面的參考。 / This study aims to investigate how CFL(Chinese as a foreign language) students in Taiwan view the accent of Mandarin Chinese produced by Taiwanese and Mainlanders. The participants of the study are from a university in Taipei city, and they are at intermediate-level and above. The research methods adopted in the study include Matched-Guise technique, questionnaire survey, and focus group interview. The major findings are: (1) Most CFL students have the ability to distinguish the accent of Mandarin Chinese produced by Taiwanese and Mainlanders; (2) the two accents have their own supporters; (3) CFL students’ impressions of the two accents include not only initials, finals and tones, but also volume, speed and pitch. Another interesting finding is that most CFL students in Taiwan want to learn Mandarin with a Taiwanese accent because (1) Taiwanese accent is easier to learn; (2) CFL students in Taiwan want to interact with Taiwanese and learn Taiwanese culture. When CFL students in Taiwan become high intermediate or advanced students, they also wish to be exposed to Mandarin with mainlander’s accent in order to expand their repertoire of the Chinese language. At the end of the thesis, pedagogical implications and suggestions for further research are included.

自2003年行政院正式核定成立國家對外華語文政策委員會以來，臺灣華語教學迅速發展，不但大學／民間華語中心倍增、華語教學系所林立，相關政策亦持續積極建設，於是可見相關論述逐漸形構出「華語熱潮」的想像。然此「熱」的本質究竟為何？ 是Menia，一種病態的狂熱？還是Heat，一種讓人灼傷的溫度？或是Hot，一股令人垂涎的風潮？還是Fever，一波使人昏眩的幻想？ 本文試以Bormann Ernest G. 所提出的幻想主題分析方法（fantasy theme criticism）解讀臺灣華語熱潮，針對「華語教學」進行後設的反思與宏觀的檢視，探討在華語教學活動參與者的想像之下：華語教學是什麼？為什麼？臺灣華語熱潮又是如何成形並延燒？這股熱潮且又隱含怎麼樣的魅力，能聚集華語教學活動者參與支持？本文將藉由語藝文本的拆解與重組，呈現團體成員認知中的真實世界，並透過語藝視角理解臺灣華語熱潮現象的運作過程及內在本質，以期為臺灣華語教學明確定位，未來能以更完善的方式規劃臺灣華語教學的走向。同時，也希望透過臺灣華語熱潮論述之語藝梳理，提供國內華語教學發展另一種自我反省與觀看的方式。 分析臺灣華熱潮論述語藝後可以發現：「中國崛起」一幕隨著「全球化」的作用表現戲劇張力，突顯重要道具－中文的重要性；華語教師、中國大陸對外漢語教學、各國市場等角色一一登台亮相，彼此藉由語言教學的機會周旋於商業與外交活動之間；而華語教學中所提供的多元機會以及民族情感渲染，則成為華語熱潮之所以成形的重要因素。各類幻想主題依循著幻想類型兩條主線：「珍視中華／臺灣文化」和「強調公眾／個體利益」脈絡交叉串連，形成文化與利益交織的價值體系，並匯聚成臺灣華語熱潮論述的全景圖，最終開展出「臺灣，從未缺席」的語藝視野。 以幻想主題分析方法閱讀臺灣華語熱潮，可見全球化、國際化、在地化等機制，皆在「語言」和「教學」的包裝之下巧妙地運作著。語藝文本共同反應出充滿期待、深切期許且積極的世界觀，其中並多強調群我之間的區辨，試圖劃清專業界線並隱約透露出些許的優越感；論述間亦充斥著大我中華的想像，視正統與傳統為唯一價值；敘述中並呈現出模糊空泛的主體，他者需求無限放大，語言及其文化的主體性則受到擠壓。種種臺灣華語熱潮論述所呈現的語藝特色，反映出臺灣華語教學現況以及未來可能走向，值得臺灣華語教學發展反省深思。 / This thesis aims to interpret Chinese trend in Taiwan with fantasy theme criticism theorized by Bormann Ernest G. Moreover, issues such as “What’s TCSL?” “Why do we have to deal with TCSL?” “How is the Chinese trend in Taiwan formed?” and “What kind of attraction does the trend have?” are further discussed. Therefore, this thesis analyzes discourses in TCSL groups to unveil the members’ imagination, thus searching for the proper orientation of TCSL in Taiwan. Meanwhile, this thesis also applies different ways for TCSL groups to examine and reflect on the issue. To begin with, we can see “Chinese Century” and “Globalization” in the setting theme highlighting the importance of Chinese. Next, main roles in character theme－TCSL Teachers in Taiwan, TCSL in China, and Markets of the World, interact in business and diplomacy through Chinese teaching and learning. Moreover, various rewarding opportunities and national sentiment in TCSL rationalize all above group fantasies. Apart from that, each fantasy theme is arranged by two fantasy types: “Treasuring Chinese/Taiwan Culture” and “Emphasizing Public/Personal Benefits.” Finally, the rhetorical vision－“Taiwan, Never Absent” is analyzed in detail.

華語教師不僅作為語言的教導者，其身上更大的使命應為中華文化的傳播者，筆者認為華語教學中的婚俗文化教學為文化教學中相當重要的主題，不過現行教材少見針對此主題之著墨，學習者與教學者不得其門而入，因此嘗試將婚俗文化融入華語教學。 本研究以問卷研究法調查華語學習者於婚俗文化主題學習之意願，首先參考現行教材中是否針對婚俗文化作系統性的編排，接著探討通行於台灣的婚俗文化有哪些重要層面，並根據內容分析法統整出跨文化教學與文化教材編寫原則，在整理出華語教材中的文化教材編寫原則後，實際編寫婚俗文化課程教材，並透過行動研究實際應用在三個階段的文化課教學。 於華語教師的面向而言，透過三階段的行動研究歷程與學生回饋，其教學歷程與成效能成為日後華語教師欲進行此主題研究或教學時的參考；於外籍學生而言，在學習語言的同時能學習台灣婚俗文化的知識及此主題的語言交際用法，於兩造皆能產生貢獻。 婚禮習俗及其文化為中華文化之精髓，具有長遠的發展過程並承載著人們的生活、思想、觀念、宗教、生活習慣等，於社會語境和跨文化交際層面也有重要且正面的意義價值。因此，本文藉由研究華語教學中的婚俗文化教學，期待達成兩大目標： 1. 將華語學習者感興趣的婚俗文化與華語教學相結合 2. 編寫可實際執行之婚俗文化教材供學習者與教學者參考使用 希望透過本研究拋磚引玉，使更多研究者投入文化教學研究，將不同文化融入華語教學，語言與文化教學的結合將有助於華語學習者看見語言中的台灣文化之美。

學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。 / The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.

華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。 學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。 / Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults. The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance. The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials. Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study. These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study.

華語電影作為一種真實的教學材料，提供了自然的華語語言資源，並且能夠增強學習者動機與教學成效，然而過去關於此議題的論文研究大多缺乏實際教學驗證，故本篇論文的目的在於，針對中高級華語學習者，以華語電影進行教學設計，並進行教學實施，探究如何應用電影使學生提升聽說能力。本研究採用發展研究法以及調查研究法，結合理論探討與實際狀況分析，發展出符合本研究教學目標之課程設計。首先從兩大方面綜觀過去的研究，一為影片教學的相關理論，指出影片教學之立論與特色，並歸納影片應用於語言教學中的優勢，再探究其應用於教學中的設計理論與教學模式。第二部份則探究電影應用於華語教學上的成果，統整出教學特點、選擇電影的原則以及教學流程等重點。接著，基於以上研究基礎，以ARCS動機理論與ASSURE教學模式為本研究教學架構設計與實踐步驟之參考，設計電影教學課程與活動。課程實施後，以問卷與訪談方式調查課程實施成效、了解學習者的評估與反饋，並結合研究者自身觀察紀錄進行分析與討論。本研究教學實施普遍獲得學習者肯定，認為課程設計符合其學習興趣：學習口語詞彙與表達以及提升聽說能力，兼具實用性與趣味性。根據本研究教學實施，得出幾項研究成果：一、課程設計發展模式 二、教學目標訂定之依據 三、教學實施與驗證。最後，綜合討論成果，作為未來相關教學研究之參考與建議。 / The purpose of the study is to design and implement a Chinese Language curriculum with the use of Chinese films to high-intermediate level students, with the primary gaol of enhancing students’ listening and speaking skills whilist also increasing Chinese colloquial knowledge. The main method used in this paper is known as development research. It provides a model for instructional design; questionnaires and interview research are also adopted for gathering students’ reviews following the proposed teaching implementations. The emphasis of this study lies in examing the model for developing instructional design in teaching via Chinese films by implementing two teaching demonstrations and providing criteria for setting teaching objectives. The results of the two teaching implementations indicate that Chinese movies are valuable and practical teaching materials in spoken Chinese and it is important to incorporate the teaching activities in sequence into the class. Moreover, students’ enjoy the interesting and productive learning evironment. The study findings may serve as a reference for further research on relative Chinese teaching curriculum design.

文學可否作為跨文化的橋樑？本研究以跨文化溝通理論為基礎，從文化教學的角度切入，探討華語教學中的現代文學課，並以文化教學之概念進行現代文學教學設計和實踐。研究問題主要有三：(一)跨文化華語教學中的現代文學課有什麼特殊性？(二)適合華語學習者的現代文學文本為何？(三)現代文學如何融入跨文化華語教學？本研究的主要內容分為兩部分，採取內容分析法進行教材分析，使用行動研究進行教學實踐，研究設計參考ADDIE教學設計模式，進行分析、設計、發展、實施和評鑑。 教材分析部分，觀察台灣使用和出版的華語教材中的現代文學內容，分析其中的優點和不足。研究者發現台灣華語教材中的現代文學教材數量較少，且少有更新，教材內容對於華語學習者的針對性較不足，也未很好地提煉文本中的文化內容。研究者進一步提出篩選現代文學文本的三項考量：經典性、普遍性和文化主題，並從母語者的國文教科書中初步選出六篇合適的現代文學文本，分別為：〈差不多先生傳〉、〈孔乙己〉、〈背影〉、〈愛〉、〈鄉愁〉和〈聲音鐘〉，進一步結合Moran(2001)提出的五維文化分類分析其中的文化內容，編寫教材。 教學設計部分，本研究認為華語教學中的現代文學課應向文化教學靠攏，針對文本中的文化主題設計教學內容，引導學習者理解文化知識並進行跨文化分享。本研究參考Moran(2001)提出之融入文化教學的體驗式學習循環，將閱讀現代文學文本當作文化體驗，分階段進行描述、闡釋和跨文化分享。研究者使用自編教材進行兩次教學實踐，課程性質為華語中心的選修文化課，挑選六篇文本進入課程，並選擇〈愛〉作為教學範例，深入討論教案設計及課堂反應。本研究教學實踐的研究結論有四：一是文化討論應注重核心主題，二是重視知名作品與文化之連結，三是注意現代文學知識之建立，四是考量學習者之多元背景。 本研究作為文化教學結合現代文學教學之嘗試，認為面向華語學習者的現代文學教材和教學設計有其針對性和特殊性，應注重文本中的文化主題，進行跨文化的主題討論。本研究為華語教學中的現代文學教學提供讀寫教學之外的選擇，即是以文化主題為核心，進行跨文化華語教學。

需求高度時間彈性、學習時數低的華語成年學習者漸增，對混成遠距教學的需求增加，然而網路科技輔助的工具繁多，功能多樣而混雜。本研究蒐集各種科技輔助數位教學工具，運用其平台的多媒體、計時、評分、社群互動、角色對話、語音識別等功能，針對這類學習時數少、高度需求時間彈性的華語學習者，創造出高互動性的非同步學習活動，以提升學生動機、趣味及溝通意願，與同步教學相輔相成。並以ADDIE模式，進行教學實驗，透過觀察、訪談、課程錄影以及測驗，分析此教學設計模式及活動的學習體驗，並總結最能有效鼓勵學習動機的遠距教學模式設計。 本研究結果發現，在非同步學習活動設計中，若能提升學生的自主學習願望、細部經營遠距的人際互動方式，並關注回饋機制的設計，並運用同步課程在科技問題、學習內容上輔助非同步的學習活動，如此能有效調動學習者的學習動機。提升自主學習願望的方式包含運用競爭心理、社交願望，並透過資源整合增加學生感知的活動學習效率。在遠距人際互動方面，需仔細經營互動氣氛，提供恰當的工具，在回饋機制的設計上，關注獎勵的間隔時間、及回饋的即時性。 / There are more and more adult learners who require time flexibility for Mandarin learning. The demand for distant learning has increased. There are various online technological tools to assist learning, however, the features on the various websites are often disorganized. This study collects different kinds of technology assisted digital learning websites, and applies their features - such as multimedia players, timers, scoring systems, social interaction, role playing, and speech recognition - into Mandarin teaching. It is designed for adult learners who have fewer learning hours and require time flexibility to learn Mandarin. It aims to create asynchronous learning activities, with high interaction, in order to increase students’ motivation, interest, and communication willingness along with synchronous lessons. It applies the ADDIE model for systematic instructional design and concludes with the most efficient distance lesson model that could best encourage students’ motivation. It draws conclusions from the students’ interview about their learning experience, the teacher’s observations during the lessons, and from the recordings of the experimental lessons. The study result reveals the keys to foster motivation in distance Mandarin lessons: raising learner autonomy, undertaking distant social interaction, focusing on the design of a feedback mechanism, and utilizing synchronous lessons to help solve their learning or technical problems during asynchronous self-learning time. Making good use of students’ tendency for competition, willingness to socialize, and increasing the students’ awareness of learning efficiency, effectively fosters motivation for self-learning in distance Mandarin lessons.